Chabot College
Program Review Report
Check one:
_X__ SLO Portion of Upcoming ’16-’17
Program Review
(Submitted May 2015 in Preparation for Oct 2015)
___ Revision to ’15-’16 Program Review
(Originally Submitted Oct 2014)
___ Revision to ’14-’15 Program Review
(Originally Submitted Oct 2013)
Submitted on April 19, 2015
Contact: Jan Novak
1
Note: ENTR-10, 40 and 9901 are no longer offered, so no Appendices have been
prepared for these courses.
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
ENTR1 Intro to Entrepreneurship
Fall 2014
3
3
100%
Fall 2014
Novak, Colon and Graves
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
Consider The Course-Level Outcomes Individually
(the Number of CLOs will differ by course)
(CLO) 1: Determine if entrepreneurship is a viable
and attractive personal career path.
(CLO) 2: Student will have an understanding of
how Entrepreneurship can impact their lives and
society.
(CLO) 3: Student will have the skills necessary to
identify and assess a viable business opportunity.
(CLO) 4: Student will be able to assess or identify
their readiness/ability/aptitude for
entrepreneurship.
(CLO) 5: Student will be able to verbally articulate
the value proposition of an Entrepreneurial
venture.
Defined Target Scores*
(CLO Goal)
75% of the class scored
either 3 or 4
75% of the class scored
either 3 or 4
75% of the class scored
either 3 or 4
75% of the class scored
either 3 or 4
75% of the class scored
either 3 or 4
 If more CLOs are listed for the course, add another row to the table.
2
Actual Scores**
(eLumen data)
79% of the class
scored either 3 or 4
78% of the class
scored either 3 or 4
79% of the class
scored either 3 or 4
81% of the class
scored either 3 or 4
83% of the class
scored either 3 or 4
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores meet the Defined Target Scores
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores, the students are able to determine if entrepreneurship is a viable and
attractive personal career path.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores exceed the Defined Target Scores
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores, students have an understanding of how Entrepreneurship can impact
their lives and society.
3
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores exceed the Defined Target Scores
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores, students have acquired the skills necessary to identify and assess a
viable business opportunity.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores exceed the Defined Target Scores
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores, students are able to assess or identify their readiness/ability/aptitude
for entrepreneurship.
E. COURSE-LEVEL OUTCOME (CLO) 5:
1. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores exceed the Defined Target Scores
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores, students are able to verbally articulate the value proposition of an
Entrepreneurial venture.
4
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
ENTR1 is offered in several different formats: evening class, day class, online, and evening
hybrid. Several of the formats are relatively new with moderate student enrollment. We
wanted to allow the classes to proceed as planned so data could be collected and assessed.
As a result no significant changes were made to the class.
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
Student interest in evening and hybrid class formats has waned, and enrollment and
retention have been low. The online and day classes have experienced higher enrollment
and retention. I believe the program needs to do a better job of promoting the value of the
Evening and Hybrid class over a pure Online class. Otherwise enrollment will remain low.
Programmatically, we anticipate introducing the concept of teams in the Fall of 2015. In the
past, the students performed the major projects individually. The major projects required
students perform extensive primary and secondary research, build a 1-year pro forma
income statement and make an elevator pitch. Going forward we will allow students to
collaborate on the major projects in teams of 2-4. This will require students adopt the use
of various collaboration and communications tools such as SKYPE.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
5
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
ENTR16 Making the Pitch
Spring 2014
1
1
Fall 2014
Novak, Colon and Graves
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
Consider The Course-Level Outcomes Individually
(the Number of CLOs will differ by course)
Defined Target Scores*
(CLO Goal)
(CLO) 1: Student will be able to verbally articulate
the value proposition of an Entrepreneurial
venture.
75% of the class scored
either 3 or 4
Actual Scores**
(eLumen data)
76% of the class
scored either 3 or 4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
6
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. COURSE-LEVEL OUTCOME (CLO) 1:
3. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores meet the Defined Target Scores
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this online class, Students are able to
verbally articulate the value proposition of an Entrepreneurial venture.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
4. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
ENTR16 is a new class with fairly strong student interest and retention. As a result no
significant changes were made to the class.
5. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
ENTR16 takes previous ENTR1, ENTR20, and ENTR30 students and prepares them to
compete in the spring elevator pitch competition. Student performance, and the overall
quality of the types of businesses presented have increased since this class was introduced.
6. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
7
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
ENTR20 Marketing For
Entrepreneurs
Fall 2014
1
1
100%
Fall 2014
Novak, Colon and Graves
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
Consider The Course-Level Outcomes Individually
(the Number of CLOs will differ by course)
CLO 1: Assess the value of traditional local
promotional tools, and be able to select and
utilize appropriate tools for a specific business.
CLO 2: Assess the value of new media tools (social
networks, internet searches), and the able to
select and utilize appropriate tools for a specific
business.
CLO 3: Student will demonstrate the ability to
perform market research by conducting a market
survey.
CLO 4: Student will have the skills necessary to
identify and assess a viable business opportunity.
CLO 5: Student will be able to present the value of
an integrated marketing plan.
8
Defined Target Scores*
(CLO Goal)
75% of the class scored
either 3 or 4
75% of the class scored
either 3 or 4
75% of the class scored
either 3 or 4
75% of the class scored
either 3 or 4
75% of the class scored
either 3 or 4
Actual Scores**
(eLumen data)
83% of the class
scored either 3 or 4
72% of the class
scored either 3 or 4
69% of the class
scored either 3 or 4
93% of the class
scored either 3 or 4
55% of the class
scored either 3 or 4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
D. COURSE-LEVEL OUTCOME (CLO) 1:
5. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores meet the Defined Target Scores
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this online class, the students are able
to determine the value of traditional marketing tools.
E. COURSE-LEVEL OUTCOME (CLO) 2:
3. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores did not meet the Defined Target Scores
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this online class, students who in fact
completed the Integrated Marketing Plan final assignment are able to select and utilize
appropriate tools for a specific business.
The CLO where not met mainly driven by students that did not complete the assignment or
failed to drop the course on time. This CLO is measured at the end of the class by one final
assignment. Going forward, creating a multiple-answer test in addition to the final
comprehensive assignment may be more beneficial for the students to demonstrate the
understanding of the desired outcome.
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C. COURSE-LEVEL OUTCOME (CLO) 3:
3. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores did not meet the Defined Target Scores
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This was the first semester incorporating this CLO and based on the scores and my
experience in teaching this online class, students with stronger computing skills where able
to easily complete the assignment. However, understanding the concept of market
research and utilizing tools for a survey seem to be overwhelming in the time allotted to
learn the objectives.
Going forward, this assignment should take up to 3 weeks for completion rather than one
week.
- Week one to introduce research concepts
- Week two to understand how to use online survey tools
- Week three to understand how execute and interpret results
D. COURSE-LEVEL OUTCOME (CLO) 4:
3. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores exceed the Defined Target Scores
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this online class, students are able to
assess or identify their readiness/ability/aptitude for entrepreneurship.
E. COURSE-LEVEL OUTCOME (CLO) 5:
10
3. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores did not meet the Defined Target Scores
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this online class, Students with
computing challenges where significantly stretched having to use three different kinds of
software: build a presentation (power point, keynote, Prezi) utilize a recording tool
(QuickTime or other) and finally upload to YouTube or Vimeo.
In future classes, I recommend for students to be exposed to each one of the assignments
independently:
- Create a one-page ppt. of student introduction
- Learn to record the presentation on desktop computer or smart phone
- Learn how to upload in YouTube (this is already covered in class)
11
PART III: COURSE REFLECTIONS AND FUTURE PLANS
7. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
ENTR20 Class has the challenge of continuously keeping up with new trends and changes in
social media marketing. Additionally, this class included a market survey to further deepen
market research understanding.
8. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
Students with strong computing skills seem to excel at utilizing and understanding social
media marketing tools.
The course started including supplemental information explaining basic computing skills,
including Internet navigation, utilization of Blackboard and access to social media websites.
This additional information did help curve the gap for students struggling with computing
skills.
9. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
12
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
ENTR30 The Business Plan
Spring 2014
1
1
100%
Novak and Colon
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: Student will be able to evaluate a
business plan to determine if it is complete and
of investment grade.
(CLO) 2: Student will demonstrate the ability to
collect primary and secondary research and
present the findings verbally.
(CLO) 3: Student will determine the
competitiveness of their business versus direct
competitors by creating a competitive matrix.
(CLO) 4: Student will demonstrate the ability to
write an investment grade business plan using
third party software.
Defined Target
Scores*
(CLO Goal)
75% of the class
scored either 3
or 4
75% of the class
scored either 3
or 4
75% of the class
scored either 3
or 4
75% of the class
scored either 3
or 4
Actual Scores**
(eLumen data)
89% of the class
scored a 3 or 4.
90% of the class
scored a 3 or 4.
16% of the class
scored a 3 or 4.
90% of the class
scored a 3 or 4.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
13
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
F. COURSE-LEVEL OUTCOME (CLO) 1:
7. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores exceeded the Defined Target Scores
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this online class, the students were
able to evaluate a business plan to determine if it is complete and of investment grade.
G. COURSE-LEVEL OUTCOME (CLO) 2:
5. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores meet the Defined Target Scores
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this online class, the students
demonstrated the ability to collect primary and secondary research and present the
findings verbally.
C. COURSE-LEVEL OUTCOME (CLO) 3:
5. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores were significantly lower than the Defined Target Scores.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this online class it’s apparent that the
students were unable to determine the competitiveness of their business versus direct
competitors by creating a competitive matrix. This learning outcome requires the student
perform work that is not included in the software the class uses. In future classes
D. COURSE-LEVEL OUTCOME (CLO) 4:
14
5. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores exceeded the Defined Target Scores
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this online class, the students were
able to demonstrate the ability to write an investment grade business plan using third
party software.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
10. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The main challenge the class has experienced has been the software used to create business
plans. The class uses Business Plan Pro, which is a well-respected software program. The
challenge is that the software only works on a PC and nearly 50% of the classes use Macs. A
solution for students has been to install a program called Parallels on their Macs so they can
run Windows and Business Plan Pro. This configuration can cost as much as $200 in addition
to the cost of Business Plan Pro. As a result, I am in the process of evaluating software
programs that will run on PCs and MACs.
11. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
The two areas where students encounter challenges are with the software not running on
their computers, and the project requiring a Competitive Matrix. I am in the process of
evaluating software programs that will run on PCs and MACs and should have a solution for
the next class. I’ve also created a Competitive Matrix and a set of supporting videos that
students can refer to when working on this project. It is my feeling that these two changes
will enhance the student’s learning outcome.
12. What is the nature of the planned actions (please check all that apply)?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other:__Changes in required software_____________________________
15
Note: To date, no students have completed the Administrative Assistant Entrepreneur,
Consumer Technology Entrepreneur, Information Technology Support Entrepreneur,
Automotive Technology Entrepreneur, Personal Fitness Training Entrepreneur, or Family
Childcare Entrepreneur certificates. Several of these certificates are still pending state
approval. The AS Degree in Entrepreneurship just began this year. PLO assessments are
included only for those programs with completers.
Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: Entrepreneurship Certificate
PLO #1: Students can identify and evaluate new business opportunities.
PLO #2: Students can prepare high quality marketing and business plans for a new venture.
PLO #3: Students effectively “pitch” their new business idea to potential investors and partners,
both orally and in writing.
PLO #4: Students are prepared for the challenges faced by entrepreneurs.
What questions or investigations arose as a result of these reflections or discussions?
How can we streamline this program to make it more relevant to students? How do we (and
should we) improve retention in the certificate program?
What program-level strengths have the assessment reflections revealed?
Students that complete the program have acquired the necessary skills for new business startup.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
We’ve made significant changes to the certificate to make it more flexible (more options), eliminating
two courses and shifting much of the content of ENTR-10 to an expanded ENTR-20. All courses in this
certificate now fulfill local GE requirements, making it more valuable for students that are only exploring
entrepreneurship.
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Program: Music Industry Entrepreneur Certificate
PLO #1: Students are prepared for the challenges of self-employment in the music industry.
PLO #2: Students articulate a core value proposition for an entrepreneurial venture.
PLO #3: Students can prepare a high quality business plan for a new venture.
PLO #4: Students effectively navigate the unique legal issues of the music business.
PLO #5: Students are competent in the fundamentals of music recording.
What questions or investigations arose as a result of these reflections or discussions?
As only two students have completed this certificate, it is not possible to have a meaningful
discussion.
What program-level strengths have the assessment reflections revealed?
As only two students have completed this certificate, it is not possible to draw any conclusions
about program-level strengths.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Same as above.
17
Program: Real Estate Entrepreneur Certificate
PLO #1: Students are prepared for the challenges of self-employment or business ownership in the
real estate industry.
PLO #2: Students can prepare a basic business plan with a core value proposition for an
entrepreneurial venture.
PLO #3: Students are prepared for the real estate licensing exam, and to be an effective realtor.
What questions or investigations arose as a result of these reflections or discussions?
As only two students have completed this certificate, it is not possible to have a meaningful
discussion.
What program-level strengths have the assessment reflections revealed?
As only two students have completed this certificate, it is not possible to draw any conclusions
about program-level strengths.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Same as above.
18
Program: Administrative Assistant Entrepreneur
PLO #1: Students are competent in all core Microsoft Office programs.
PLO #2: Students can prepare a basic business plan with a core value proposition for an
entrepreneurial venture
PLO #3: Students are prepared for the challenges faced by entrepreneurs.
What questions or investigations arose as a result of these reflections or discussions?
As no students have completed this certificate, it is not possible to have a meaningful
discussion.
What program-level strengths have the assessment reflections revealed?
As no students have completed this certificate, it is not possible to draw any conclusions about
program-level strengths.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Same as above.
Program: Consumer Technology Entrepreneur
PLO #1: Students can install, configure and troubleshoot home technology systems.
PLO #2: Students are proficient in configuring, troubleshooting, and updating personal computer
systems.
PLO #3: Students can prepare a basic business plan with a core value proposition for an
entrepreneurial venture.
PLO #4: Students can prepare high quality marketing plans for a new venture.
PLO #5: Students are prepared for the challenges faced by entrepreneurs.
What questions or investigations arose as a result of these reflections or discussions?
As no students have completed this certificate, it is not possible to have a meaningful
discussion.
What program-level strengths have the assessment reflections revealed?
As no students have completed this certificate, it is not possible to draw any conclusions about
program-level strengths.
19
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Same as above.
Program: Automotive Technology Entrepreneur
.
PLO #1: Students are familiar with the fundamentals of automotive technology.
PLO #2: Students articulate a core value proposition for an entrepreneurial venture.
PLO #3: Students can prepare a high quality business plan for a new venture.
PLO #4: Students are prepared for the challenges faced by entrepreneurs
What questions or investigations arose as a result of these reflections or discussions?
As no students have completed this certificate, it is not possible to have a meaningful
discussion.
What program-level strengths have the assessment reflections revealed?
As no students have completed this certificate, it is not possible to draw any conclusions about
program-level strengths.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Same as above.
Program: Personal Fitness Training Entrepreneur
PLO #1: Students are qualified personal trainers providing individualized training programs.
PLO #2: Students can prepare a basic business plan with a core value proposition for an
entrepreneurial venture.
PLO #3: Students can prepare high quality marketing plans for a new venture.
PLO#4: Students are prepared for the challenges of self-employment in the personal fitness training
industry.
What questions or investigations arose as a result of these reflections or discussions?
20
As no students have completed this certificate, it is not possible to have a meaningful
discussion.
What program-level strengths have the assessment reflections revealed?
As no students have completed this certificate, it is not possible to draw any conclusions about
program-level strengths.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Same as above.
21